Teachers' interactions and their collaborative reflection processes during peer meetings.

Abstract

Teachers' reflections are often narrowly focused on technical questions ('how to') and less on the underlying moral, political and emotional aspects of their functioning. However, for a better understanding of teaching practice it is important to uncover beliefs and values that usually remain implicit. Meeting with others is considered crucial for enhancing the quality of teachers' reflections. However, little is known about how any beneficial effects of such meetings are brought about. We explored the relationship between medical teachers' interactions and collaborative reflection processes during peer meetings. Five experienced teachers and a teacher trainer participated in the study. Three peer meetings were videotaped and transcribed. Teachers' interactions and collaborative reflective processes were analysed. The interactions promoted reflection not only on technical questions but also on moral, political, and emotional issues. 'Guiding/directing', 'proposing an alternative' and 'exploring an alternative' appeared to be the principal interactions. The results may be useful for teachers and trainers who are considering organising and/or improving peer meetings.